Teacher competences

Professional pedagogical competence refers to a teacher’s educational understanding of the theoretical and ethical foundations of learning and vocational expertise, as well as the official documents that guide teaching. The teacher applies this knowledge in their teaching and in developing pedagogical learning environments within their field. They are also capable of critically evaluating the foundations of their actions and justifying their choices. The teacher develops their field of education while considering the evolution of working life and professions.

Competence in guiding learning processes means that the teacher is able to plan, implement, evaluate, and lead both individual and collaborative vocational learning processes in diverse environments. The teacher utilizes work-based learning environments in teaching and guidance. They understand the potential of digital pedagogy and are able to apply it purposefully in their practice.c

Competence in guiding lifelong learning and the learner’s professional growth refers to the teacher’s ability to support the development of the learner’s professional and competence identity and to guide their individual learning paths. The teacher can support the learner in developing career planning skills and help them identify goals related to a meaningful life and future.

Vocational pedagogical competence refers to a teacher’s educational understanding of the theoretical and ethical foundations of learning and professional expertise, as well as the official documents that define teaching practices. Educators apply this knowledge in their instruction and in the development of pedagogical environments within their field.

Teachers are also capable of critically evaluating the foundations of their work and justifying their decisions. They actively develop their teaching discipline, considering the evolving nature of future professions and the demands of the working world.
 

Facilitation of learning competence, competence refers to a teacher’s ability to design, implement, evaluate, and lead both individual and collective learning processes across diverse environments. Educators integrate work-oriented learning environments into their teaching and guidance practices, ensuring that students gain practical and relevant experience.

Teachers also understand the potential of digitalization and apply digital tools in their work in purposeful and effective ways to enhance the learning experience
 

A teacher engages with learners dialogically, constructively, and respectfully, supporting their agency and equality. They adhere to the ethical principles of teaching and apply accessibility guidelines in both instruction and guidance. Through their work, they foster both individual and communal learning, growth, and development, while considering learners' well-being as an essential part of the learning process.

Teachers are also skilled in reflecting on and developing their interpersonal communication abilities to enhance their interactions.
 

Networking competence involves shared action and establishing connections. It is the ability to collaborate effectively and promote community engagement. Teachers must be able to identify key networks and partnerships relevant to their work and engage in them strategically and purposefully.

Societal competence refers to a teacher’s ability to recognize and understand the impact of societal changes on vocational education, as well as the capacity to critically examine these influences across different levels of the education system.
It also encompasses the expertise required to build a sustainable future, utilizing future skills, systemic thinking, and collaboration abilities in their teaching and professional practice.
 

Institutional competence refers to a teacher’s understanding of the role of vocational education within society and the education system, as well as their specific responsibilities within this ecosystem.

This competence includes the ability to recognize systemic factors, regulations, and guidelines that influence their work. Additionally, it encompasses a teacher’s capacity to identify their role and responsibilities within their institution and among other stakeholders.

Institutional competence also involves building meaningful professional networks, both within the institution and externally, to strengthen collaboration and enhance vocational education.
 

Work-life competence refers to a teacher’s ability to identify trends and phenomena emerging in both education and the professional world. It involves renewing pedagogical solutions and educational models in collaboration with institutional stakeholders, workplaces, and broader professional networks.

Additionally, work-life competence encompasses the ability to anticipate, recognize, and understand the effects of workplace changes on vocational education. Teachers critically evaluate these shifts across different levels of the educational system, ensuring their teaching remains relevant and forward-thinking.

This competence also signifies a readiness to co-develop a sustainable future with working life, integrating practical experiences into education. It includes the capacity to innovate professional pedagogical approaches and industry practices collaboratively with work-life networks.